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Evaluating CCTV and Recording of Child Interviews and Testimony M. Christine Kenty, PhD Sharon Elstein, MS ABA Center on Children and the Law KENTY'S CLUES FOR ... – PowerPoint PPT presentation

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Title: Evaluating CCTV and Recording of Child Interviews and Testimony


1
Evaluating CCTV and Recording of Child Interviews
and Testimony
  • M. Christine Kenty, PhD
  • Sharon Elstein, MS
  • ABA Center on Children and the Law

2
KENTY'S CLUES FOR EVALUATION
  • 1. Base any evaluation on your own goal pathway
    and logic model.
  • 2. Organizations are social systems with their
    own cultures.
  • 3. Whatever people don't want you to study,
    that's the really important thing.

3
And those touchy things are likely to be
  • Collaboration
  • Quality of Forensic Interviewing
  • Decision-making about arrest, prosecution and
    child protection
  • Relating to victims and families
  • Childrens experiences before and in the grand
    jury or courtroom

4
Kentys Clues
  • 4. It's trouble if only one person is doing all
    the thinking about evaluation.
  • 5. You can't keep partners and stakeholders too
    well informed about the evaluation process.

5
Kentys Clues
  • 6. Any evaluation (or program report) requires
    DATA, so decide early what you need to record and
    then keep it up.
  • 7. For any evaluation, there are many good
    designs, but no perfect ones.
  • 8. Dont kill the messenger
    if you don't like the news!

6
Evaluation
  • is a way to improve a program by systematically
    examining and analyzing what the program is doing
    and what it has accomplished.

7
The Ill know it when I see it Rule
  • Ill know that our program is working when I
    see.

8
What evidence can convince us and others that our
program is on target?
  • What would tell us that something has happened?
  • How can we count it or track it?

9
What evaluation can do
  • Help improve the program from the beginning
  • Provide staff and stakeholders with a much-needed
    sense of accomplishment
  • Guide protocol, policy and law reform
  • Assist in developing future funding

10
Dont put the evaluation in the hands of just one
individual

Whether that is an internal or external evaluator
11
A healthy organization needs to know the program
mission, plan the work, develop enthusiasm, and
bring things to fruition.
12
An organization also needs to look at what its
doing, keep what's good and try to jettison what
isn't working.
13
Evaluation isn't a separate topic.
  • it's just one more piece of the work

14
Forces will try to marginalize and minimize an
evaluation
  • Dont let that happen
  • establish a strong committee!

15
Base the evaluation on your agency pathway.
  • Logic model and pathway map are popular
    phrases with funders.

16
Logic Model or Pathway MapEach part should
logically follow from the last
17
We all work on underlying assumptions, which
might be ---
  • Better technology will improve dispositions
  • Technology will make things easier for kids
    fewer interviews, less testifying
  • Our forensic interviewing will stand up to
    scrutiny
  • The defense bar will not limit the potential of
    recorded testimony
  • We will know if this is working well
  • TALK ABOUT AND CLARIFY THESE!

18
Logic Model or Pathway Map
19
You may do a needs assessment to describe your
context
  • A needs assessment is a systematic way to
    discover
  • what you need in order to accomplish a goal,
    and then
  • make decisions based on that assessment

20
Typical needs assessments
  • Estimate how many clients/professionals will
    participate in a new program
  • Determine what resources are already in place and
    what has to be put into place
  • Decide what an agency or community needs to
    provide to get a particular result
  • Envision how technology and products will be used
    so that the equipment will be right
  • Decide what training people need

21
You may have already done one kind of needs
assessment
  • but you may still want to do another piece as you
    begin to implement your program

22
1. Estimate how many clients/professionals will
be involved
  • Count of allegations, investigations,
    interviews, arrests, prosecutions, hearings,
    dispositions in the last year
  • List all the professionals who will need to be
    trained or familiarized

23
2. Determine what resources are in place and
needed
  • All professionals and what they do
  • Adequacy of infrastructure rooms, technology,
    wiring, lighting
  • Relevant state statutes re victims and CCTV
    and/or recorded testimony
  • Policies and procedures for interagency work
  • Other available funding

24
3. Decide what is needed for specific result
(These are suggestions, not requirements)
  • What equipment, facilities, personnel, time,
    training, systems, policies, statutes do we need,
    for example
  • To videotape all child interviews for children
    aged 3-13?
  • To decrease the number of child victims who
    testify in person?
  • To improve successful disposition rates?
  • To make the system more child-friendly?

25
4. Envision how equipment/product will be used
  • Stationary or portable
  • Professional technician or multiple users
  • Video all children or selected cases or ages
  • CCTV according to statutes
  • Show videos in what rooms to what audiences
  • Who needs a cut-off switch
  • Maintenance, upkeep costs, back-ups

26
5. Determine what training people will need
  • Technical skill in equipment use and maintenance
  • Scheduling and informing children/caregivers
  • Interviewing skills
  • Judiciary, Prosecutors and Bar
  • Permissibility/use of recording and CCTV
    according to all statutes
  • Awareness of capacity
  • Forensic use of recordings at multiple points
  • Quality assessment and record-keeping for
    recorders and prosecutors

27
Design method of data collection
28
Design methods of data collection
29
Design methods of data collection
30
Logic Model or Pathway Map
31
Logic Model or Pathway Map
32
Logic Model or Pathway Map
33
Logic Model or Pathway Map
34
Ideas for short term outcomes
  • Plans are complete we know who contributed and
    what went into planning
  • Stakeholders are aware and committed
  • Equipment is acquired and installed

35
Logic Model or Pathway Map
36
Ideas for medium term results
  • Equipment being used regularly
  • People skilled and knowledgeable
  • Stakeholders have assessed use
  • Data being collected on interviewing, use of
    recordings and CCTV, and can be summed
  • Data establishing a baseline for later comparison

37
Logic Model or Pathway Map
38
Ideas for long term results (impact)
  • Quality of forensic interviewing and recording is
    consistently high
  • Prosecutors use recording and CCTV regularly and
    effectively in known ways
  • Prosecution rates and/or case dispositions have
    been improved
  • Stakeholders, clients and families are satisfied
    with the process and use of recordings
  • Laws and policies have been changed

39
TYPES OF EVALUATIONS
  • NEEDS ASSESSMENT
  • A systematic way to discover what you need to
    accomplish a goal
  • Helps make informed planning decisions

40
TYPES OF EVALUATIONS
  • FORMATIVE EVALUATION
  • Short-term initial feedback on how the program is
    working
  • Helps quickly readjust planned activities to be
    more effective

41
TYPES OF EVALUATIONS
  • PROCESS EVALUATION
  • Describes how something happened rather than
    outcomes
  • To understand the internal dynamics of
    organizations and relationships, and capture what
    activities are actually happening.

42
TYPES OF EVALUATIONS
  • IMPACT or OUTCOME EVAL
  • determines whether a program produced desired
    results.
  • Requires articulated outcomes and targets and
    they must be measurable.

43
RESEARCH METHODS
  • QUALITATIVE METHODS
  • QUANTITATIVE METHODS

44
RESEARCH METHODS
  • QUANTITATIVE METHODS
  • numerical research by collecting data about
    pre-selected variables, and studying cause and
    effect
  • QUALITATIVE METHODS
  • naturalistic research by studying participants'
    perceptions and experiences in context and the
    way they make sense of them

45
QUANTITATIVE METHODS
  • surveys with pre-determined categories and rating
    scales
  • document review e.g. counting up numbers of
    arrests or prosecutions, and comparing them to
    other groups or time periods
  • evaluator attempts to keep at an objective
    distance from the people

46
QUALITATIVE METHODS
  • surveys with open-ended questions
  • interviews semi-structured
  • observation
  • document review e.g. process, attitudes
  • case studies
  • focus groups
  • evaluator gets close to the people to capture
    what is actually happening

47
Collect both quantitative and qualitative data -
they are equally valid
  • Qualitative data help capture changes in
    processes and relationships, and some things just
    arent countable.

48
Sampling how many records or which people to ask
  • More important to have a representative sample
    than a large sample

49
But, every professional might need to be heard so
that no one feels left out and there is no
suspicion of bias
  • So sampling may not be acceptable

50
Shaping evaluation questions
51
Shaping evaluation questions 2
52
Shaping evaluation questions 3
53
Shaping evaluation questions 4
54
Shaping evaluation questions 5
55
Shaping evaluation questions 6
56
Shaping evaluation questions 7
57
Shaping evaluation questions 8
58
Shaping evaluation questions 9
59
Shaping evaluation questions 10
60
Shaping evaluation questions 11
61
Shaping evaluation questions 12
62
A monitoring system is part of the implementation
of the program, and is also a key element of any
evaluation.
63
The monitoring system insures that....
  • Each part of the system can get the information
    it needs to proceed, i.e. arrest and prosecution,
    child protection, treatment, victim advocacy.
  • You can assess the effectiveness of your program.

64
If you know what is happening to your children
and defendants from start to finish...
  • Then you have an integrated data system

65
If you dont............................
  • Then policies, technology or turf issues are
    preventing it, and your evaluation will be
    affected.

66
Data collection for recorders
  • Intake log of all alleged victims demo, perps
  • Log of recorded interviews
  • Date, Number, Name, Age, Gender, Length
  • Forensic Interviewer
  • Observers keep copy in central location, not
    just in evidence
  • Referred for prosecution capture prosecutor
    and date
  • Quick assessment of quality of interview by
    effectiveness, protocol and forensic value
    highlight really good or not so good interviews
    for training and peer review library

67
Data collection instrument for assistant
prosecutors Keep copies in a central location,
not separately in each file or jacket!!
  • ____ Defendant _______Victim________AP________
  • Observed the forensic interview
  • Reviewed the recording of the interview
  • Forensic value of the recorded interview
    Poor Good Very Good
  • Explain
  • Used the recording to encourage family
    cooperation w/ prosecution
  • Explain
  • Used the recording in diverting the case
  • Explain
  • Used the recording to obtain a pre-indictment
    plea
  • Explain

68
Data collection instrument for assistant
prosecutors 2
  • Used the recording or CCTV to obtain an
    indictment (GJ, deposition, other)
  • Explain
  • Used the recording to obtain a post-indictment
    plea
  • Explain
  • Used the recording or CCTV at pre-trial hearing
    or trial
  • Explain
  • The child testified before the grand jury or at
    preliminary hearing
  • Explain
  • The child testified at trial
  • Explain
  • Verdict and sentence

69
Other possible evaluation data
  • Answers to items on a survey
  • Answers to questions in an interview format
  • Responses in a focus group
  • Observations of group interactions in a
    planning/protocol meeting
  • Observations of forensic interviews or childrens
    testimony

70
You cant keep everybody too well informed about
the evaluation.
  • Too much is never enough despite your best
    efforts, somebody may still feel blindsided.

71
Dont kill the messenger if you dont like the
news!
  • Dont allow the evaluation to be deep-sixed if
    there are negative findings.

72
And dont ever let the evaluator or committee
twist in the wind!
  • If the committee has done it right, everybody
    will understand the evaluation process and what
    the findings are before a final report comes out.
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